Students with disabilities in higher education: In what, how and why is university teaching staff trained?

Abstract

This article analyses in what, how and why 119 faculty members are trained who have been selected by students with disabilities for developing inclusive pedagogy. Semi-structured interviews were conducted with faculty from all branches of knowledge in ten Spanish public universities. Data analysis was progressive through a system of categories and codes. The results attempted to answer four questions: in what and how is faculty trained; why is in-service teacher training necessary; what training is essential to meet the needs of students with disabilities; and how can universities improve faculty training? The paper concludes that incorporating training into teaching practices is fundamental to building a university culture sensitive to disability.